Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor
Linda Evans
Contact via 9850-8802
Australian Hearing Hub, South Wing
by appointment
Arts PACE office
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Credit points |
Credit points
6
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Prerequisites |
Prerequisites
(36cp at 100 level or above) and permission by special approval
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit will introduce students to the study and management of cultural heritage, both through instruction and practical experience. Topics to be covered include: the history of cultural heritage; cultural heritage management in Australia; the assessment of cultural significance; preparation of conservation plans; collections and site management; the interpretation of heritage; and current issues in heritage studies. As a PACE unit, students will also be required to undertake an internship in the cultural heritage sector (e.g., museums, galleries, archives, or heritage consultancies, etc), in order to learn directly from professional practitioners and to practice their skills in a real world environment.
To enroll in AHIS392, you must complete the following steps:
1) Email arts.pace@mq.edu.au to express your interest in taking AHIS392 and to receive information about the enrollment process for this unit.
2) Secure an internship (e.g., see the Arts PACE opportunities webpage).
3) Submit a project proposal describing your internship to arts.pace@mq.edu.au.
4) Once your proposal has been approved, apply for Special Approval (previously known as a Dean’s Waiver).
5) Once you receive a waiver, enroll.
Note: It takes approx. 4 weeks to complete Steps 1-5, so please begin this process well before the start of semester.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Assignment submission
The deadline for written assignments will always be midnight Friday in the week they are due. Written work must be submitted via the Turnitin links on the AHIS392 iLearn website.
Late submission penalty: Written assignments
Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply – two (2) marks out of 100 will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted more than seven (7) days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessments – e.g. quizzes, online tests.
Late submission penalty: Participation
Each weekly forum post is worth up to a maximum of 3%. Late postings (e.g., a posting for Week 1 that is made after the Friday of Week 2, etc) will receive a 1% late penalty. No forum post will be accepted more than seven (7) days (incl. weekends) after the submission deadline (e.g., a posting for Week 1 that is made after the Friday of Week 3, etc).
Word limits
Please note that word limits DO NOT include footnotes or the bibliography.
Important note on final marks
Please note with respect to the marks you receive for work during the session: that the marks given are indicative only. Final marks will be determined after moderation. See further the note on Results in the Policies and Procedures section below.
Name | Weighting | Hurdle | Due |
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Case study | 5% | No | Friday, Week 3 |
Quizzes | 20% | No | Weeks, 4, 7, 10, and 13 |
Significance assessment | 30% | No | Friday, Week 8 |
Participation | 30% | No | Weeks 1-12 |
Poster: Action and Reflection | 15% | No | Friday, Week 13 |
Due: Friday, Week 3
Weighting: 5%
Identify something in your life or local community that is an example of a type of cultural heritage, according to the UNESCO 2002 list. Describe it briefly and then explain why you think it is culturally significant. Clearly outline your reasons for assessing its cultural worth. Length: 300 words.
Grading criteria: Clarity of expression; evidence of thought
Due: Weeks, 4, 7, 10, and 13
Weighting: 20%
You will be required to take 4 online quizzes that relate to material covered in the lectures and readings (Weeks 1-12). Each quiz, which will consist of 20 multiple-choice and true/false questions, will be worth 5% of your total grade (20% total).
Each quiz will be open for one week (12 am Monday - midnight Sunday). Once you begin the quiz, you will have one hour to complete it. Only one attempt per test will be allowed.
Grading criteria: Knowledge; accuracy; familiarity with the lecture material
Due: Friday, Week 8
Weighting: 30%
The following instructions outline the steps required to carry out and write a Significance Assessment (these instructions are a modified version of those described in the publication, Significance 2.0, p. 23; see also pp. 22-25, 32, and 38-41).
Complete Steps 1-7 before carrying out Steps 8-10.
Before you begin
Choose an object to assess
Choose an object on display in a local museum (Note: objects in online museums are not acceptable as you need to examine them firsthand). Make a note of the object’s inventory number(s). Make an appointment to speak to the manager or curator of the museum and ask for permission to have access to any relevant records associated with the object.
Step 1. Collate
First collate basic information about your object.
This may include the acquisition date, donor or vendor details, notes made when the item was acquired, photos, copies of letters and reference materials, and information about related items and places. This information can be obtained from the manager or curator of the museum.
Step 2. Research
Research the history and provenance of the item.
Try to establish the date and place when your object was made and/or discovered. Also find information about its maker (if this is applicable or known – this will usually only apply to modern/non-ancient objects) as well as the subsequent owners of the object (if possible). Identify the place where the item was created, used, or purchased. Often, however, this information may be difficult or impossible to ascertain. See the section on Provenance in Significance 2.0, pp. 15-19 for further information.
Step 3. Consult (optional)
Consult donors, owners, and knowledgeable people
Identify people with an interest in or knowledge of the item. Ask questions about the context, provenance and potential social values of the object. Consult people who may have information about the item or maker, or know about similar items – such as academic staff at Macquarie.
Step 4. Explore
Explore the context of the item
Research your object via consultation of the scholarly literature. Consider how it relates to wider historical themes, developments or industry. For example, if your object is an Egyptian pot, investigate the evidence for the production and use of pottery in ancient Egyptian life. How does your object relate to the history, geography or environment of the place where it was created or used? Consider its function and purpose.
Step 5. Analyse
Analyse and describe the fabric and condition of the item
Describe the appearance of the item, its materials, marks, processes of design, patterns of wear, repair, and any changes or adaptations. Record the item’s general condition.
Step 6. Compare
Compare the item with similar items
How is the item similar or different to comparable items? Check to see if cultural heritage websites (such as museums) list similar items. Where possible include photos for comparison. Check reference books and the Internet. Include at least two comparable examples.
Step 7. Identify
Identify related places and items
Think about the people and places associated with the item. For example, if your object is a World War I rifle, you might identify the specific battlefields where such rifles were used, the factories where they were produced, and/or the troops who were issued with such guns. This information helps to put your object in its social and physical context.
Step 8. Assess
Assess significance against criteria
Assess your object against the primary criteria: 1) historic, 2) artistic/aesthetic, 3) scientific/research potential, and 4) social/spiritual. Determine the degree of significance by assessment against the comparative criteria: provenance, rarity or representativeness, condition or completeness, and interpretative capacity. Consideration of the primary and comparative criteria will help you to define the item’s significance. Look at your notes for steps 1-7 to consider which criteria are relevant.
In your written summary, briefly indicate which criteria your object satisfies, noting the specific features that led to your decision. Note: your object may be significant in relation to one or more criteria. It is also possible that it fails to satisfy any of the criteria.
See Significance 2.0, pp. 38-41 for a full description of the primary and comparative criteria. Listen to the Week 3 lecture for more details about these criteria.
Step 9. Write
Write a statement of significance
Summarise the item’s values and meanings by reviewing relevant criteria identified in Step 8. Refer to your notes made at each step in the process. Don’t just say that the item is significant – explain how and why the item is significant. Note, too, that you may conclude that your object is not culturally significant.
Step 10. Action
List recommendations and actions
Consider policies arising from your assessment and offer advice on management, conservation, further research, access or interpretation.
Date the assessment
Significance can change over time, so it is important to record the completion date of your assessment.
List of references
Cite the published sources you consulted for your research.
List and acknowledge contributors
If you consulted with anyone about your object, please list their name and briefly explain what assistance they provided.
Assignment structure
Your assignment will be approximately 2,500 words in length. Use the guidelines below for the length of each part. Please label each part of your assessment (Parts 1-8). Provide a photograph of your object and indicate its inventory number(s).
Citations (footnotes or endnotes) must be provided for any published source referred to and also for any personal communications received.
Structure your assignment as follows:
Grading criteria: Attention to detail; clarity of expression; research skills; level of application
Due: Weeks 1-12
Weighting: 30%
You will be expected to post at least one response on the online Learning Forum each week (Weeks 1-12). Please listen to the lecture and do the Required Reading before posting your response(s) to the discussion question(s), which will be available on the unit website each week.
Note: You will have until the end of the following week to post your response (i.e., you will have until the end of Week 2 to post a response to the Week 1 discussion questions, and so on). 30% of your final grade will reflect both the quality and quantity of your responses on the forum, so it is essential that you take part.
I am unable to provide feedback for every post that you make, however in c. Week 5 I will give you a short summary of your progress to date to indicate whether or not improvement is required.
Due: Friday, Week 13
Weighting: 15%
In Week 13, you will present a poster in class, which will summarise what you did while undertaking your internship and your personal goals and experiences. Details about how to format your poster will be given in class and on the iLearn website, but it will include such information as:
Action
Reflection
Following presentation of your poster in class, you must submit a pdf copy via Turnitin by midnight Friday of Week 13.
Grading criteria: Information content; relevance to the discipline; clarity; attention to detail; appearance
On campus sessions
On campus sessions will take place in Weeks 1 and 2 and Weeks 12 and 13. Each session will be 2 hours long. Introductory lectures will take place in Weeks 1 and 2, prior to beginning your internship. In Week 12, we will meet again on campus to reflect on your experiences. In-class poster presentations (see Assessment) will take place in Week 13. In addition to these mandatory sessions, an informal, optional meeting will be organised in Week 7 (mid-way during the session) to allow students to catch up with one another and to ask any questions that may have arisen during their internships. Details about the Week 7 meeting (date, time, and place) will be announced on the iLearn site after the session begins.
Online material
You will be expected to monitor the AHIS392 iLearn site each week.
Your required online tasks each week are as follows:
Your optional tasks each week are as follows:
Required Readings
There is no set textbook for AHIS392. All weekly Required Readings will be provided on the AHIS392 iLearn website. Additional reading lists will also be provided on the unit website each week.
INTRODUCTION
PART 1: Identifying heritage
PART 2: Managing heritage
PART 3: Experiencing heritage
PART 4: Questioning heritage
REFLECTION
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by: